Great questions, Lauren! Ones I hope you feel like you're getting answers to, at least partially if not more so, from the reading for class, especially Andrews. Let us know...
For me, I think part of this is helping to make students aware of their language choices and how similar these are to choices they make with regard to behavior, dress, appearance, etc. In other words, we make language choices based on context, purpose, audience, and social norms. Most of the time we make choices that fit with these categories, and sometimes we make choices that go against these norms or contexts -- sometimes purposefully and sometimes unintentionally. Either way, when we break the norm, there is usually a price to pay -- ranging from minor embarrassment to serious status marking perceptions.
I think most of us would have to admit that we vary our language rather than speak or write in Standard English in all contexts. As such, I think it is important to respect what students have to say in the ways that they say it, and help make them aware of the contexts in which home language and Standard English are going to be the best choices -- that will give them the desired effect or outcome. Ultimately, we want students to be competent in communicating across contexts and Standard English is definitely one of the ways they will be expected to communicate in terms of demonstrating knowledge and achieving success.
What do you think? I look forward to hearing more about where you are with your question as well.
Best,
Dr. Young
Dr. Young,
I agree that awareness and exposure is key. I think it is important to expose students to all variations of language in various contexts and to help them navigate through which choices can produce the results they want when-- at this current time in this current culture.
However, sometimes an unbiased view on how to approach or shape something can be progressive. Of course, the more we know about something the more confident we are in manipulating it and growing it. But I don't always think that's a requirement. If we are using a student-centered approach in a questions curriculum, I think it could be interesting to get student's opinions on how "Standard English" and other forms currently stand in terms of definition, applicable contexts, how rapidly it changes, where it may be headed, and where they want it to head; in conjunction with teaching competency in using it (in this current time in this current culture).
I guess my question would be: how much do students really need to know about language before questioning and challenging it in really large ways? For example, I wouldn't show up my first day student teaching and tell the entire dept. I disagree with a policy I know very little about. However, I wouldn't teach somewhere for 2 years and not voice my opinion on a policy that clearly affects my students growth in learning (even if I don't know everything about it). So where do we draw this line for students? It's about balance sure, but where's that balance exactly?
Great questions, Lauren! Ones I hope you feel like you're getting answers to, at least partially if not more so, from the reading for class, especially Andrews. Let us know...
For me, I think part of this is helping to make students aware of their language choices and how similar these are to choices they make with regard to behavior, dress, appearance, etc. In other words, we make language choices based on context, purpose, audience, and social norms. Most of the time we make choices that fit with these categories, and sometimes we make choices that go against these norms or contexts -- sometimes purposefully and sometimes unintentionally. Either way, when we break the norm, there is usually a price to pay -- ranging from minor embarrassment to serious status marking perceptions.
I think most of us would have to admit that we vary our language rather than speak or write in Standard English in all contexts. As such, I think it is important to respect what students have to say in the ways that they say it, and help make them aware of the contexts in which home language and Standard English are going to be the best choices -- that will give them the desired effect or outcome. Ultimately, we want students to be competent in communicating across contexts and Standard English is definitely one of the ways they will be expected to communicate in terms of demonstrating knowledge and achieving success.
What do you think? I look forward to hearing more about where you are with your question as well.
Best,
Dr. Young
Dr. Young,
I agree that awareness and exposure is key. I think it is important to expose students to all variations of language in various contexts and to help them navigate through which choices can produce the results they want when-- at this current time in this current culture.
However, sometimes an unbiased view on how to approach or shape something can be progressive. Of course, the more we know about something the more confident we are in manipulating it and growing it. But I don't always think that's a requirement. If we are using a student-centered approach in a questions curriculum, I think it could be interesting to get student's opinions on how "Standard English" and other forms currently stand in terms of definition, applicable contexts, how rapidly it changes, where it may be headed, and where they want it to head; in conjunction with teaching competency in using it (in this current time in this current culture).
I guess my question would be: how much do students really need to know about language before questioning and challenging it in really large ways? For example, I wouldn't show up my first day student teaching and tell the entire dept. I disagree with a policy I know very little about. However, I wouldn't teach somewhere for 2 years and not voice my opinion on a policy that clearly affects my students growth in learning (even if I don't know everything about it). So where do we draw this line for students? It's about balance sure, but where's that balance exactly?
Best,
Lauren